In fact, yesterday, we already saw the elegant demeanor of Teacher Yu. Although President Ding Bochun of Rucheng Primary School in Rugao City, Jiangsu Province was unable to come to Huaibei Normal University because of something, he personally shared with us his detailed interpretation of the "China element" and the strategy of narrative writing. However, through teacher Yue Ming's meticulous and affectionate narration, we still learned a lot of knowledge and came into contact with many ideas.
Teacher Yu is not only good at giving lectures, but also excellent in classroom teaching. Let me re-enter the teacher's real classroom with the help of words to discover her precise positioning of Chinese teaching objectives.
Teacher Yu's classroom teaching can be said to be full of creativity! First of all, her lead-in is eye-catching. At first, guessing fables by looking at pictures seemed a bit boring, and the children completed the task easily. Just as the children were too excited to sit still, Teacher Yu threw out an unexpected training ―― reading words and guessing fables. When the word "Liu" appeared in front of the children, all the children were shocked. "Which fable can this be?" Some children think with their chin cupped, some think with their heads held, some think with a frown, some think with their eyes rolled ... In short, they are "puzzled". When teacher Yu explained the answer to the children, the children burst into laughter. The original answer is so simple, it is the text to be learned today, waiting for the rabbit! Teacher Yu's design is really wise. Not only reviewed the knowledge learned before, but also completed the introduction of new lessons. What's more commendable is that it actually stimulates children's interest in learning.
Secondly, I was deeply impressed by teacher Yu's teaching of literacy and writing. The font and pronunciation of "Ji" are prone to mistakes. In order to deepen children's impression of reading and writing, Mr. Yu showed another word "wings" for children to actively observe, discover, communicate and report. Step by step, children's knowledge and understanding of "Ji" will be more profound. Teacher Yu's teaching design of the word "Geng" is even more wonderful: first, she asked the children to find another word related to the word "Geng". When the children found the word "Lei" smoothly and quickly, she used pictures to guide the students to trace back and understand the meaning of "Lei". Later, he led the children to explore the meaning of the word "well" in the second half. By tracing back to the source again, the children also understood the meaning of "well". Then, she asked the children to try to combine the meanings of the two parts and say the meaning of the word "plow". Because of the thorough preparation, the children speak correctly and fluently. Finally, she asked the children to expand their vocabulary with the word "Geng". When the child is in trouble, she shows pictures in time to build an effective learning scaffold for the child.
Third, teacher Yu's reading guidance is also progressive and effective. In order to let children read small ancient prose well, Mr. Yu provided three magic weapons for children, namely "reading words and sentences accurately with Pinyin", "reading better with pauses" and "reading more clearly with notes". In the process of children reading aloud, teachers attach great importance to the guidance and encouragement of evaluation. She used "I can read better" to make the children who can't read well read it again. She used "Why do you study like this?" Inspire children to think positively about the reasons for the pause; She uses "you can find the answer in the book" to guide children to solve problems independently. In addition, Mr. Yu also actively uses teachers' demonstration reading and cooperative reading, so that students can read the text repeatedly and form the ability to understand the language.
Finally, teacher Yu's understanding of arts and sciences is even more exciting. "Avenue to Jane!" This sentence is correct. It is usually considered as the most complicated and difficult problem to solve. Sometimes the simpler the method, the better the effect. Teacher Yu did not exaggerate too much or make complicated preparations when guiding students to understand the truth contained in the fable Waiting for the Rabbit. She only used two questions, which aroused the excitement of the children.
"The farmer didn't wait for the rabbit, so what did he finally wait for?" Teacher Yu's simple questions, like a key, suddenly opened the door to children's wisdom. Some said that he waited until the seedlings withered and the grain was not harvested; Some said that he waited until the last starvation; Of course, some children said that he was waiting for the ridicule of everyone in Song State. At this time, Teacher Yu naturally threw out the second question: "If you are a kind Song countryman, how do you think you should persuade this farmer?" As a result, the children began to think again, and soon, interesting answers came out, among which the so-called "something for nothing" and "luck" were essential. Finally, teacher Yu skillfully introduced the philosophy of the story to the word "ploughing" she had learned before. She purposely wrote down the words "a hard work, a harvest" on the blackboard, and successfully completed the teaching task.
In my opinion, Ms. Yu's ancient Chinese reading class is very efficient, because she has made every teaching link clearly targeted, that is, pointing to students' Chinese literacy and key ability. As long as each of our teachers can pay attention to students' Chinese literacy and key abilities in pre-class preparation and classroom teaching, then each of our teachers can also become practitioners of efficient classroom, thus laying a solid foundation for the healthy growth of students, creating a good atmosphere for social stability and harmony, and creating favorable conditions for the rapid development of the motherland!